Incorporating the Use of Simulators in Teaching Medical Assisting

Transcription

1 Incorporating the Use of Simulators in Teaching Medical Assisting By Kathryn A. Booth RN-BSN, RMA, RPT, CPhT, MS Sponsored by McGraw-Hill Higher Education

2 Recall the benefits of simulation and simulators. Relate the use of simulators to learning theories and current research. View the use of a computer simulation. Consider techniques for integrating computer simulation into your educational program.

3 Simulation is the imitation of an act or process Simulator is a device that replicates an experience Simulations are not new. Simulations help us understand complex issues. Simulations provide real-world experiences.

4 NASA Astronaut Training Pilot Training Military Training Physician Training

5 Adults remember approximately: 10% of what we see 65% of what we see and hear 80% of what we see, hear, and do + +

6 Educational conditions under which a student is most likely to learn. Stewart & Felicetti (1992) VAK: Refers to three main sensory receptors to process information. Visual Auditory Kinesthetic

7 What I hear, I forgot: What I see, I remember; What I do, I understand Chinese Proverb 451 BC Simulators tap into visual, auditory and tactile (kinesthetic) learning modalities*

8 Remembering Understanding Applying Analyzing Evaluating Creating Higher Order Thinking Skills Lower Order Thinking Skills Simulation Promotes the Use of Higher Order Thinking Skills

9 Involves transforming ideas and information (interpretation). Allows students to solve problems by engaging in the construction of knowledge. Teachers must create environments and activities that provide opportunities for students to engage in higher-order thinking.

10 To Err Is Human: Building a Safer Health System (2000) is the first in a series of reports produced by the Quality of Health Care in America Project, initiated by the Institute of Medicine Medical errors kill as many as 98,000 people annually. (IOM) Human errors extend to every health care setting, including out-patient clinics, retail pharmacies, nursing homes, and home care. One recommendation to reduce human error as noted in this project simulation training Patient Safety through Simulation Research

11 Interaction is associated with learning achievement and retention of knowledge. Human Learnin Participants learned faster and had better attitudes when they used an interactive instructional environment. Why Use Simulations? (Najjar, L.J. (1998). Principles of Multimedia User Interface Design. Human Factors, 40(2) ) T L D D A L S

12 Knowles Theory of Adult Learners 1970s 1. As they mature, adults prefer self-direction. 2. Adults experiences are a rich resource for learning. 3. Adults are aware of learning needs based on real-life events. 4. Adults are competency-based learners.

13 Telegraph Herald, Dubuque, IA, March 23, 2009

14 Current Model The educational model used today. Revolves around the instructor. One-size-fits-all model. One way lecture. The student, working alone, is expected to absorb the delivered information. Net Geners but this does not work for the student of the net generation Net Geners don t operate in a sequential way: Use keywords in Google, hypertext Click, cut and paste New video game jump right in. Read directions only if problems develop

15 They want a choice in their education What they learn When they learn Where they learn How they learn They expect to talk back, to have a conversation They want their education to be relevant to the real world the one they live in They want it to be interesting and

16 2006 Study of Net Geners: Researchers played the same news message four different ways: Traditional Radio Newscast. Online newscast played with one click. Interactive Webcast where they click to get to each news item. Webcast where they clicked for each news item. Net Geners remembered less from traditional newscast which started from beginning to end than they did from interactive.

17 To Meet the Needs or Our Students Simulation takes us from Broadcast to Interactive Learning

18 Risk-free environment to improve patient safety Improves proficiency through repetition Taps into visual, auditory and tactile (kinesthetic) learning modalities Variety of clinical training settings and situations Objective performance measurements

19 Technical Skills Technical proficiency measured by: Procedural time Numbers of errors Need for assistance Non-Technical Skills Teamwork Communication Judgment Leadership

20 Simulator Technology for: Medical Assisting

21 ACTIVSim Education Principle Make your mistakes In a safe environment Apply your skills and knowledge SIMULATION SELF- ASSESSMENT Stimulating learners to become conscious about where they need to learn more! Key to effective learning: Feedback based on your responses DEBRIEFING

22 17 Clinical Skill Simulators Fully interactive, practice of all the important clinical skills Self protection Venipuncture Self protection Cap. puncture Self protection Throat culture Waste disposal Temperature Pulse & Respiration Spirometry ECG Capillary puncture & glucometer Venipuncture Urinalysis Blood pressure Throat specimen & Strep A test Wrap for Autoclave Run Autoclave Mono test Handwashing

23 6 Patient Simulators Communicate Obtain vitals signs Document Chest Pain Gyn Exam (PAP Smear) Diabetes Child with mother (Diarrhea) Skin condition Hypertension

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25 Let s Go Live!

26 Students should progress from Unconsciously incompetent to Consciously competent

27 Sharing What are your experiences with using simulation in the classroom?

28 Adapting to learning styles and students Allowing for self-directed anytime, anywhere learning Providing a safe, interactive, virtual environment to transition knowledge into practice

29 THIS By utilizing simulators in your TO medical assisting program. THIS

30 Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. Learning styles and pedagogy in post-16 learning: A systematic and critical review. Learning and Skills Research Centre Retrieved March 2, 2009: Committee on Quality of Health Care in America. To Err is Human: Building a Safer Health Care. Washington, DC. National Academy Press Keefe, J.W. Learning style: An overview. In NASSP s Student learning styles: Diagnosing and proscribing programs (pp. 1-17). Reston, VA Stewart, K. L., & Felicetti, L.A. Learning styles of marketing majors. Educational Research Quarterly 15(2), Tapscott, D. Grown Up Digital. New York City, NY. McGraw-Hill